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“Aprendo os Recursos Hídricos a jogar”. O jogo didático como estratégia de ensino-aprendizagem na Geografia do 10º ano
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O presente Relatório de Prática de Ensino Supervisionada descreve as atividades
didáticas desenvolvidas no âmbito do Mestrado em Ensino de Geografia, da Universidade
de Lisboa. Esta experiência didática foi desenvolvida na disciplina de Geografia numa
turma do 10.º ano de escolaridade, referente ao curso de Técnico de Turismo, da Escola
Profissional de Hotelaria e Turismo de Lisboa. A intervenção incidiu sobre o módulo
didático “Quadro Natural de Portugal – A Água”, que compreende a temática dos
recursos hídricos.
Tendo o intuito de motivar e estimular os alunos e, simultaneamente, facilitar a
aprendizagem dos conteúdos e dos conceitos-chave visados para o módulo didático em
questão, a principal estratégia de ensino-aprendizagem utilizada durante a intervenção
letiva, culminou na utilização do jogo didático em sala de aula. De modo que não fossem
atividades meramente lúdicas, os alunos foram estimulados, durante a realização dos
vários jogos didáticos, a mobilizar os conhecimentos e as técnicas geográficas, através da
leitura e interpretação de diferentes fontes de informação e da utilização das questõeschave da ciência geográfica. Com a implementação do jogo didático, visou-se que fossem
também desenvolvidas competências de cidadania ambiental, incitando os alunos a
investigarem e a refletirem criticamente sobre problemáticas reais relacionadas com os
recursos hídricos.
A análise dos resultados obtidos confirma o contributo positivo da utilização do
jogo didático na disciplina de Geografia, tendo sido evidenciada uma maior motivação e
empenho dos alunos durante a intervenção didática, mesmo dos alunos menos
participativos. De facto, constata-se a importância que os alunos atribuíram ao jogo
didático, considerando-o uma estratégia útil e divertida para a aprendizagem significativa
dos conteúdos e dos conceitos geográficos. Para além disso, esta estratégia de ensino-aprendizagem proporcionou o desenvolvimento de competências relacionadas com o
trabalho colaborativo e de cidadania ambiental.
This Supervised Teaching Practice Report describes the didactic activities developed under the Master’s Degree in Geography Teaching, at the University of Lisbon. This didactic experience was developed in the subject of Geography to a class of the 10th year of schooling, referring to the Technical Tourism course, at the Professional School of Hospitality and Tourism of Lisbon. The didactic intervention focused on the didactic module “Portuguese Natural Framework – The Water”, which includes the theme of water resources. To motivate and stimulate students and, simultaneously, facilitate the learning of the contents and key concepts aimed at the didactic module in question, the main teaching-learning strategy mobilized during the teaching intervention, culminated in the use of the didactic game in the classroom. So that they were not merely recreational activities, the students were encouraged, during the performance of the educational games, to mobilize geographical knowledge and techniques, through the active reading and interpretation of different sources of information and the use of key issues of the geographic science. With the implementation of the didactic game, the aim was also to develop environmental citizenship skills, encouraging students to investigate and critically reflect on real problems related to the water domain. The analysis of the results confirms the positive contribution of the use of the didactic game in the Geography discipline, evidencing a greater motivation and commitment of the students during the didactic intervention, even of the less participative ones. In fact, one can see the importance that students attributed to the didactic game, considering it a useful and fun strategy for the meaningful learning of geographic content and concepts. In addition, this teaching-learning strategy provided the development of skills related to collaborative work and environmental citizenship.
This Supervised Teaching Practice Report describes the didactic activities developed under the Master’s Degree in Geography Teaching, at the University of Lisbon. This didactic experience was developed in the subject of Geography to a class of the 10th year of schooling, referring to the Technical Tourism course, at the Professional School of Hospitality and Tourism of Lisbon. The didactic intervention focused on the didactic module “Portuguese Natural Framework – The Water”, which includes the theme of water resources. To motivate and stimulate students and, simultaneously, facilitate the learning of the contents and key concepts aimed at the didactic module in question, the main teaching-learning strategy mobilized during the teaching intervention, culminated in the use of the didactic game in the classroom. So that they were not merely recreational activities, the students were encouraged, during the performance of the educational games, to mobilize geographical knowledge and techniques, through the active reading and interpretation of different sources of information and the use of key issues of the geographic science. With the implementation of the didactic game, the aim was also to develop environmental citizenship skills, encouraging students to investigate and critically reflect on real problems related to the water domain. The analysis of the results confirms the positive contribution of the use of the didactic game in the Geography discipline, evidencing a greater motivation and commitment of the students during the didactic intervention, even of the less participative ones. In fact, one can see the importance that students attributed to the didactic game, considering it a useful and fun strategy for the meaningful learning of geographic content and concepts. In addition, this teaching-learning strategy provided the development of skills related to collaborative work and environmental citizenship.
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Palavras-chave
Geografia Geografia Escolar Jogos Didáticos Recursos Hídricos Cidadania Ambiental